Check to see when your district’s plan was last updated.
We updated a year ago the section on student-created web page design.
Check to see if your districts AUP/RUP includes child safety and cyberbullying provisions.
Not at this time, but we will be working on a policy update during the current school year.
Does it address copyright, plagiarism, and validity of resources?
Yes, although this year we will be adding a section on fair use.
Is the AUP/RUP proactive or reactive (positive or punitive)? Both.
Does your district require parental signature for students to be able to utilize the Internet, or does it only require a signiture if parents do not wish their child to use the Internet?
AUP requires a parent signature to be able to use the Internet. Although for posting student photos, we have an "opt out" policy.
How well is the RUP/AUP understood by teachers, students, and parents?
Hard to tell, since it's sent home with the back-to-school packets.
Who is involved in revising the AUP/RUP (and the technology plan)?s
As part of my job as a technology integration specialist, I work with the Director of Tech Services, Tech Services committee members, and our Communications & PR director to update the AUP. I also draft the updates to our 3-year district tech plan. From Tech Services, the drafts go on to our Elementary and Secondary Technology Advisory Committee members, then on to the superintendent's cabinet and advisory groups (administrators, parents, students), and then on our school board members.
Are teachers, students, and parents included on the committee? Yes.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module.What changes would you make if you were involved in revising it?
As I begin our committee work on updating the AUP (which will include "cyberbullying" this time), I will refer members to AUP/RUP list of questions:
Focus on Punishment or Focus on opportunity
Contains only legalese or Contains everyday language
Communicates a vision of students as would be hackers and criminals or Communicates a vision of students as active participants in 21st century learning
Portrays students as potential victims of predators and bullies or Shows parents how and why students are safely learning how to navigate this new world
Hints that computers are an after thought and a “reward” that can be taken away as punishment or Explains that computers are an essential tool in every classroom
Shows students as passive participants or Shows students as actively engaged in creating and constructing their knowledge
Is the policy heavy on the negative? or Is the policy heavy on the positive?
Is it a discipline policy ? or Is it a usage policy?
Is the policy dis-empowering? or Is the policy empowering?
Does the policy concentrate on the stuff? or Does the policy concentrate on the instruction?
Does the policy focus on what you can’t do? or Does the policy focus on what you can do?
How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)?
As described above, I think we have the review process pretty well in place. Where I think we might need a little more structure is in how policies and plans are introduced at school sites.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module.What changes would you make if you were involved in revising it?
I'd begin our committee work by sharing the bullet list of questions above, along with several sample AUPs, such as Model AUP from Cybercrime.gov and Colorado's Arapahoe High School District's AUP for wireless devices. The main change would be to promote a positive vs. punitive policy.
How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)?
The Director of Tech Services continues to receive a high percent of response from parents via his annual Survey Monkey questionnaires. We need to also include students in the feedback piece!
Aimed at employees, this one would serve as a good model for other districts, including mine, to adapt to their own > policies. Not quite as pithy as the Techno Tips PSA;-)
“Other examples of inappropriate technology and network behavior will be considered on a case-by-case basis.”
And it could be the “case –by-case basis” that drives the continual revisiting and updating of a district’s AUPs.
Module 2
Warm Up - Reflect on the part modeling plays as you deal with issues of copyright and ethics in your classroom. How will you model ethical and legal uses of resources for your students?
Walk the talk….Follow the guidelines for fair use in education on all works included on my district blogs and wikis or any online venue I’m using.
Reflection Questions: 1. How does this information on copyright correspond with what you already know and use in your classroom.
I do not not have my own classroom, but in my workshop with teachers I try to balance the information on copyright with background on fair use for educators.
2. How are you teaching your students about copyright?
To make copyright information easily available to teachers, students, and parents, I post relevant links on my district's Internet Safety page.
3. How do you model correct use of copyrighted materials in your classroom and in your daily life?
During workshops, I always mention that pirated videos, for instance, should not be part of a school day and that sites must adhere to the agreements the a built into any purchased materials, such a Disney videos being shown as part of a fundraising effort.
4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright?
Students and teachers often do not stop to think that in pirating a video or a music CD, for instance, it's not just the artist who loses revenue, it's everyone from the janitor who cleans up the recording studio to the artist who designs the cover. When they see how many people they are hurting in the process of illegally copying our downloading other people's intellectual property, then bad habits are more likely to stop.
Why do you think some people violate copyright law?
There's definitely a sense of everyone's doing it, so what's the difference if I join in the downloading frenzy.
Why do we have copyright laws?
Congress enacted copyright laws not only to protect the rights of the copyright holder, but also to promote the creative works that boost a nation's economy.
10 Copyright Myths - http://www.templetons.com/brad/copymyths.html Good explanation of fair use:
The "fair use" exemption to (U.S.) copyright law was created to allow things such as commentary, parody, news reporting, research and education about copyrighted works without the permission of the author. That's vital so that > copyright law doesn't block your freedom to express your own works -- only the ability to appropriate other people's. Intent, and damage to the commercial value of the work are important considerations. Are you reproducing an article > > from the New York Times because you needed to in order to criticize the quality of the New York Times, or because you couldn't find time to write your own story, or didn't want your readers to have to register at the New York Times web site? The first is probably fair use, the others probably aren't.
…..while quite often people make incorrect claims of "fair use" it is a still valid and important concept necessary to allow the criticism of copyrighted works and their creators through examples. It's also been extended to allow things like home recording of TV shows and moving music from CDs you own to your MP3 player.”
Education World’s Is Fair Use a License to Steal? - http://www.educationworld.com/a_curr/curr280b.shtml - Like Hall Davidson’s chart, they’ve tried to simplify fair use, reducing it to standardized percentages. The reality is that fair use is messy. Fair use is an argument that should be presented on a case-by-case basis. So not as simple as referring to a chart; hence the reluctance of many educators to “flex their fair use muscles” (Renee Hobbs).
Think about how you teach digital citizenship in your classroom. How do you integrate this with your academic content?
Although I do not have my own classroom, in my current position as a technology integration support specialist, I have worked for the past 5 years to grow our Internet Safety program (which originated in response to media hype around online predators and "stranger danger") into a broader program of digital citizenship. At its core are strategies and lessons to help keep students safe from others - and more relevant to current school site issues - to help keep students safe from each other and from themselves.
How does your school or district promote good digital citizenship? How might you, your school, and/or your district better integrate digital citizenship into the curriculum?
My current passion is providing students, teachers, and administrators with a vision and the tools for integrating digital citizenship into the core curriculum, as opposed to a stand-alone class taught in a computer lab. Joining me in this effort is Natalie Bernasconi, whose stellar units such as the Gallery of Heroes, serve as models of DC integration into the core curriculum - aligned to Common Core State Standards.
How might you help the parents of your students teach their children to be good digital citizens?
Parents are a key component to promoting digital citizenship. In my district, I provide evening workshops at school sites and regional locations.
What types of cyberbullying have you seen at your school?
As a technology integration specialist for my district, I am privy to cyberbullying issues at all sites. Our middle school counselors, for instance, report that over 50% of their caseloads are on cyberbullying issues, including "sexting," which more often than not and given the fickleness of adolescent crushes, also soon evolves into cyberbullying.
Has your staff discussed cyberbulling and how to deal with it? If so, how cyberbullying being addressed? In the 2010-11 school year, the district rolled out in Internet Safety program for all elementary sites, drawing mainly from i-SAFE curriculum. This year a middle school and high school are piloting Common Sense Media lessons during their Advocacy periods. From grades 1 -11, the curriculum includes lessons on cyberbullying.
Does your school or district’s tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled?
As part of our 2012-15 District Technology Plan, we will update our AUP to address cyberbullying and to promote the ethical use of electronic devices during and beyond the school day.
What can you do to prevent cyberbullying?
As a district, we recognize that although we ("we" meaning my office, Tech Services) can upon requests from students, parents, administrators, counselors, facilitate the removal of facebook "burn pages," for instance, or inappropriate YouTube videos, most likely the "burn pages" and videos will be replaced within days. The reality is that to truly combat cyberbullying, students must step up to the challenge and delete cyberbullying. Students must "be the change."
Consider how you might use these and the above information to teach your students about digital citizenship.
I really like wikis as a venue for sharing best practices with teachers, administrators, and community members - with an open invitation for them to share resources and lessons they've found are making a difference to students.
Although I'm familiar with many of the resources listed, such as Common Sense Media, the Cyberbullying Research Center and Mike Ribble's 9 Elements of Digital Citizenship, I've added a few more gems to my DC resources, including:
Bullying is a Civil Rights Issue - Kudos to the Teaching for Tolerance organization for started important conversations on constant bullying~cyberbullying issues faced by LGBT students. I'm ordering their free toolkit for my department.
Cyberbullying: Worse than Traditional Bullying - TechLearning's article would be a good handout to include in parent presentations since it references the home: "Perhaps the greatest long-term effect is the loss of the home as a safe-zone. Traditional bullying usually ended when a person was home, safe with their family. Cyber bullying enters into the home and is with the students at all times (Strom & Strom, 2005). As Greg Toppo writes, "Vulnerable children have virtually no refuge from harassment. It's a non-stop type of harassment and it crates a sense of helplessness." (Toppo, 2006) Bullies use this additional terror to traumatize their victims even more."
Core Rules of Netiquette - By Virginia Shea - Short and sweet, but for each rule you can link to an explanation.
Module 4
As you explore these resources consider how you will teach your students about cyberbullying and what they can do to prevent it.
Although I do not have my own class, in my current position of technology integration specialist, I can help create online resources, on-site trainings, and student-led initiatives to combat cyberbullying.
How will you reach out to students who have been victims of cyberbulling?
An important way for districts and school sites to reach out to students who've been cyberbullied to be pro-active in providing staff and parent education.
One point I emphasize during parent night trainings is a point that several Module 4 resources (e.g., Polly Klass kit) also emphasize: the number one reason students to not tell their parents they are being cyberbullied is because they are afraid of having their cell phones taken away from them. Students who've been bullied need caring, supportive adults - but not the loss of their cell phones.
At school sites, it's important to let staff know that the number one reason students do not report cyberbullying incidents to a "trusted adult" is they fear the adult will make the situation worse - as is often the case. Teachers, counselors, and school administrators need to make sure they are supporting bullied~cyberbullied students in ways the are restorative and meant to turn around bad situations.
How will you help parents to understand the implications and indications of cyberbullying for their children (both as cyberbulliers and as victims).
Although pretty much all parents say they are opposed to bullying~cyberbullying in theory, when the phone call comes from the school and they are told their child is a bully~cyberbullying, a significant percent become defensive, even litigious. I think it's really important not to alienate the parents of bullies, and instead, draw them in by asking what's going on in their child's life. In other words, recognizing that bullies are typically not happy people; so what's going on in their lives that's causing them to act in a hurtful manner towards others. Just like parents of victims, parents of bullies also need school support and counseling.
As you view these videso think about how you might use them, or the information in them with your students.
http://youtu.be/N2vARzvWxwY - On-line mapping - a little scary - Note to self: include how to disable geo-tracking on cell phones as part of Parent Safety Nights!
http://youtu.be/JFuMUh5sLug - Added to Facebook resources for Parent Safety Nights. "Delete, block, and report" - hmmm, I don't recommend deleting, which destroys the evidence.
http://youtu.be/J7JDwmg_0Bs - John Tess report - pretty good, non-emotional overview of bullying~cyberbullying
Justin Patchin - "I would look for a law to be more “prescriptive” than “proscriptive.” By that, I mean I would like to see specific guidance from states about *how* and *when* schools can take action in cyberbullying incidents. Many states have taken the easy way out by simply passing laws saying effectively “schools need to deal with this.”
How can you be sure the information you and your students find represents factual information?
I really appreciate Kathy Schrock's on-going commitment to provide resources for evaluating information - starting in the elementary grades - http://school.discoveryeducation.com/schrockguide/eval.html (Note: the LINC link is not longer active). The wealth links provide provide an array of basics for checking validity and accuracy of information (e.g., The 5 W's of Website Evaluation). Moving up to the university level, I really like UC Berkeley's very easy to read Evaluating Web Page: Techniques to Apply & Questions to Ask. One point I like to stress with students is the need to determine the point of view of whoever is providing the information. In researching historical events, for instance, and keeping in mind that history is generally reported by the winners, I think students need to realize that a story can change, based on whose story - whose history - is being recounted.
How can you find sites that will hold your students’ attention long enough for them to gather the information they need?
If the purpose of students visiting certain sites is simply for them to record answers on a worksheet, then keeping them engaged can definitely be a challenge. But if they're evaluating websites for the purpose of creating something, not just consuming information, the level of engagement goes up. A social bookmarking tool such as Diigo is a great starting point because teachers can create student groups to easily share out URLs for a topic. Setting up a wiki page or a Google Doc, for instance, are also easy yet powerful venues for promoting validity, evaluation and discussions on websites.
How can you better integrate higher order thinking skills into your curriculum that will help students be better users of the Internet?
If students understand from the start of the research process that they will use the information in some sort of creative way, they can also start tracking when and where they are tapping into higher order thinking skills. I really like the Bloom's digital taxonomy map below from Andrew Churches' excellent article Bloom's Taxonomy Blooms Digitally.
I've seen a number of versions of updated Bloom's charts, but not this one, with "digital verbs" in blue. If students' research connected to any of the "black existing verbs" or "blue digital verbs," a simple research task could easily transform into a meaningful project-based outcome.
Bloom's digital taxonomy map
Mind map of Bloom's Revised Digital Taxonomy
As you view these videos consider how you will approach these two topics with your students. How do you teach these two concepts now?
Currently we are using i-SAFE curriculum to in grade 5 and 6 intellectual property and the need to question information. In grades 8-11, we're using Common Sense Media's excellent curriculum, plus snippets from Netsmartz. For our 12 graders, we're recommending Microsofts' Digital Citizenship program, which "addresses issues using real-life examples of creative content encountered daily by young people on the internet"
What have you learned or found in this module that will help you as you teach these concepts to your students?
I've added Internet Skills 1: How to evaluate a website to the Digital ID wiki (collaborative project with Natalie Bernasconi). Animation will help make the evaluation process of CAPOW more accessible to students, regardless of language or reading levels. And what student wouldn't love the CRAP model for evaluating resources - along with the bathroom stall metaphor for reliable information.
Which of the above resources have been the most helpful for you?
At what age should be begin to teach these concepts to students?
Module 6
What is our responsibility as educators, parents, students, and citizens to assure that all children, young people, as well as all of the people with whom we intersect, be responsible digital citizens?
I'm responding to this prompt, having just listened to the Digital Citizenship video. I'd like to echo the comment that came up several times: teaching students about their rights and responsibilities as (digital) citizens is not optional; it's imperative. The process must involve all stakeholders, from home, school, and community - with students being brought into the discussions and policy making. "Children need to be stakeholders in their own well-being online." (Anne Collier)
Panel from FOSI's 2010 Annual Conference. It was moderated by Frank Gallagher of Cable in the Classroom. Panel speakers included: Anne Collier, ConnectSafely; Mike Ribble, Author; Linda Burch, Common Sense Media; Charles "Chuck" Saylors, National PTA.
Frank Gallagher - Starts with a school that has been practicing "digital citizenship" without really knowing that's what they were doing. 3 buckets: Internet safety and security issues, digital literacy issues, behavioral issues - ethics.
Mike Ribble - "God father" of digital citizenship - First heard term in 2003 - larger idea of infusing digital citizenship throughout the curriculum and society. His dissertation mentor encouraged him to build a road map. DC should be infused in - not apart from society. Laid out the "9 elements," hoping to provide something educators could gravitate to over a period of time. Big question: What does it mean to be a citizen who uses technology?
Anne Collier - Agrees with Mike that maybe it's time to drop "digital" from "citizenship." It's the "killer app" of online safety....if we don't ruin it by overcomplicating it. It's a killer app because it brings young people into the conversation. And it's empowering, collaborative, and protective. Ethical behavior is the bottom line of digital citizenship. "Learning how to be good to one another." To combat bullying, as an essential part of the school curriculum we have to teach children how to treat others. It needs to be universal the teaching of online behavior. "Children need to be stakeholders in their own well-being online."
Chuck Saylors -
Linda Burch - Problem with some law enforcement scaring the heck out of parents - rather than focusing on all the positive things kids can be doing online. CCSM wanted to re-frame the conversations and to hone in on rights and responsibilities. A language of empowerment and action - that's what we need to embrace and promote: through policy making; translated into real curriculum and programs (Howard Gardner's work seminole - privacy, identity, and connected culture, respecting creative work). CCSM approach is to use media to teach about media. Every student needs to be digitally literate and ethically ready to participate in 21st century society.
How to bring digital citizenship to every 8th grader in the country. What are the obstacles? Standards? CCSS offers real possibility to weave DC in. How do we integrate DC back into the classroom?
Teacher concern/questions? What do we take away if we put DC into the classroom. Answer: DC has to be a priority.
Parent concerns? Both parents working, but need to make time for DC at home
Need to weave in assessment.
We have to do some modeling and help our fellow adults see that digital citizenship is imperative!
How do we make teaching of digital citizenship malleable and flexible? We can pull from some of the work from the international community. We need to be more collaborative - and bring young people into the discussion. Might need to be some kind of tiering or scaffolded program - start in kindergarten. By 8th grade they have the foundation they can then start to implement their skills sets.
What can we put in place for parents? Models of best practices. But "time is not our friend." Technology becomes antiquated so rapidly - how do we set up models that remain current? CCSS middle school curriculum - key is thinking about "iterative development" - get the content out there and let parents and teachers tweak it accordingly. Once we have a cadre of students embracing digital citizenship, they can adapt to the changes in tools and issues. DC is timeless (killer app) - it's not about technology, it's about parents parenting. In Netherlands, cyber routers at every site, coaching parents. Finland has had on-going peer mentoring program - on behavioral issues - IT'S NOT ABOUT TECHNOLOGY.
Questions/comments from audience:
"The most dangerous time in a child's life is 3:00-6:00 pm - MS XBOX KINNECT - available to after school programs. We connect home-school-after school
DC is an eco-system of shared responsibility.
DC is not an add-on - should we be reshaping the discussion around something more urgent than citizenship?
Digital literacy and learning + DC come together as 2 essentials to college readiness & 21st century workforce.
Issue of rights - citizen is defined as a "free man" - let's focus on "free." If we block social media, we're denying children their rights.
Table of Contents
Module 1
Check to see when your district’s plan was last updated.
We updated a year ago the section on student-created web page design.
Check to see if your districts AUP/RUP includes child safety and cyberbullying provisions.
Not at this time, but we will be working on a policy update during the current school year.
Does it address copyright, plagiarism, and validity of resources?
Yes, although this year we will be adding a section on fair use.
Is the AUP/RUP proactive or reactive (positive or punitive)?
Both.
Does your district require parental signature for students to be able to utilize the Internet, or does it only require a signiture if parents do not wish their child to use the Internet?
AUP requires a parent signature to be able to use the Internet. Although for posting student photos, we have an "opt out" policy.
How well is the RUP/AUP understood by teachers, students, and parents?
Hard to tell, since it's sent home with the back-to-school packets.
Who is involved in revising the AUP/RUP (and the technology plan)?s
As part of my job as a technology integration specialist, I work with the Director of Tech Services, Tech Services committee members, and our Communications & PR director to update the AUP. I also draft the updates to our 3-year district tech plan. From Tech Services, the drafts go on to our Elementary and Secondary Technology Advisory Committee members, then on to the superintendent's cabinet and advisory groups (administrators, parents, students), and then on our school board members.
Are teachers, students, and parents included on the committee?
Yes.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module.What changes would you make if you were involved in revising it?
As I begin our committee work on updating the AUP (which will include "cyberbullying" this time), I will refer members to AUP/RUP list of questions:
How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)?
As described above, I think we have the review process pretty well in place. Where I think we might need a little more structure is in how policies and plans are introduced at school sites.
Analyze your districts’ AUP/RUP. Compare it to the examples provided in this module.What changes would you make if you were involved in revising it?
I'd begin our committee work by sharing the bullet list of questions above, along with several sample AUPs, such as Model AUP from Cybercrime.gov and Colorado's Arapahoe High School District's AUP for wireless devices. The main change would be to promote a positive vs. punitive policy.
How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)?
The Director of Tech Services continues to receive a high percent of response from parents via his annual Survey Monkey questionnaires. We need to also include students in the feedback piece!
AUP Videos:
AUP Samples:
Module 2
Warm Up - Reflect on the part modeling plays as you deal with issues of copyright and ethics in your classroom. How will you model ethical and legal uses of resources for your students?
Reflection Questions:
1. How does this information on copyright correspond with what you already know and use in your classroom.
I do not not have my own classroom, but in my workshop with teachers I try to balance the information on copyright with background on fair use for educators.
2. How are you teaching your students about copyright?
To make copyright information easily available to teachers, students, and parents, I post relevant links on my district's Internet Safety page.
3. How do you model correct use of copyrighted materials in your classroom and in your daily life?
During workshops, I always mention that pirated videos, for instance, should not be part of a school day and that sites must adhere to the agreements the a built into any purchased materials, such a Disney videos being shown as part of a fundraising effort.
4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright?
Students and teachers often do not stop to think that in pirating a video or a music CD, for instance, it's not just the artist who loses revenue, it's everyone from the janitor who cleans up the recording studio to the artist who designs the cover. When they see how many people they are hurting in the process of illegally copying our downloading other people's intellectual property, then bad habits are more likely to stop.
Why do you think some people violate copyright law?
There's definitely a sense of everyone's doing it, so what's the difference if I join in the downloading frenzy.
Why do we have copyright laws?
Congress enacted copyright laws not only to protect the rights of the copyright holder, but also to promote the creative works that boost a nation's economy.
Readings for Module 2
The "fair use" exemption to (U.S.) copyright law was created to allow things such as commentary, parody, news reporting, research and education about copyrighted works without the permission of the author. That's vital so that > copyright law doesn't block your freedom to express your own works -- only the ability to appropriate other people's. Intent, and damage to the commercial value of the work are important considerations. Are you reproducing an article > > from the New York Times because you needed to in order to criticize the quality of the New York Times, or because you couldn't find time to write your own story, or didn't want your readers to have to register at the New York Times web site? The first is probably fair use, the others probably aren't.
…..while quite often people make incorrect claims of "fair use" it is a still valid and important concept necessary to allow the criticism of copyrighted works and their creators through examples. It's also been extended to allow things like home recording of TV shows and moving music from CDs you own to your MP3 player.”
Module 3
Think about how you teach digital citizenship in your classroom. How do you integrate this with your academic content?
Although I do not have my own classroom, in my current position as a technology integration support specialist, I have worked for the past 5 years to grow our Internet Safety program (which originated in response to media hype around online predators and "stranger danger") into a broader program of digital citizenship. At its core are strategies and lessons to help keep students safe from others - and more relevant to current school site issues - to help keep students safe from each other and from themselves.
How does your school or district promote good digital citizenship? How might you, your school, and/or your district better integrate digital citizenship into the curriculum?
My current passion is providing students, teachers, and administrators with a vision and the tools for integrating digital citizenship into the core curriculum, as opposed to a stand-alone class taught in a computer lab. Joining me in this effort is Natalie Bernasconi, whose stellar units such as the Gallery of Heroes, serve as models of DC integration into the core curriculum - aligned to Common Core State Standards.
How might you help the parents of your students teach their children to be good digital citizens?
Parents are a key component to promoting digital citizenship. In my district, I provide evening workshops at school sites and regional locations.
What types of cyberbullying have you seen at your school?
As a technology integration specialist for my district, I am privy to cyberbullying issues at all sites. Our middle school counselors, for instance, report that over 50% of their caseloads are on cyberbullying issues, including "sexting," which more often than not and given the fickleness of adolescent crushes, also soon evolves into cyberbullying.
Has your staff discussed cyberbulling and how to deal with it? If so, how cyberbullying being addressed?
In the 2010-11 school year, the district rolled out in Internet Safety program for all elementary sites, drawing mainly from i-SAFE curriculum. This year a middle school and high school are piloting Common Sense Media lessons during their Advocacy periods. From grades 1 -11, the curriculum includes lessons on cyberbullying.
Does your school or district’s tech plan or AUP/RUP contain information on cyberbullying and how it is to be handled?
As part of our 2012-15 District Technology Plan, we will update our AUP to address cyberbullying and to promote the ethical use of electronic devices during and beyond the school day.
What can you do to prevent cyberbullying?
As a district, we recognize that although we ("we" meaning my office, Tech Services) can upon requests from students, parents, administrators, counselors, facilitate the removal of facebook "burn pages," for instance, or inappropriate YouTube videos, most likely the "burn pages" and videos will be replaced within days. The reality is that to truly combat cyberbullying, students must step up to the challenge and delete cyberbullying. Students must "be the change."
Consider how you might use these and the above information to teach your students about digital citizenship.
I really like wikis as a venue for sharing best practices with teachers, administrators, and community members - with an open invitation for them to share resources and lessons they've found are making a difference to students.
Although I'm familiar with many of the resources listed, such as Common Sense Media, the Cyberbullying Research Center and Mike Ribble's 9 Elements of Digital Citizenship, I've added a few more gems to my DC resources, including:
Module 4
As you explore these resources consider how you will teach your students about cyberbullying and what they can do to prevent it.
Although I do not have my own class, in my current position of technology integration specialist, I can help create online resources, on-site trainings, and student-led initiatives to combat cyberbullying.
How will you reach out to students who have been victims of cyberbulling?
An important way for districts and school sites to reach out to students who've been cyberbullied to be pro-active in providing staff and parent education.
One point I emphasize during parent night trainings is a point that several Module 4 resources (e.g., Polly Klass kit) also emphasize: the number one reason students to not tell their parents they are being cyberbullied is because they are afraid of having their cell phones taken away from them. Students who've been bullied need caring, supportive adults - but not the loss of their cell phones.
At school sites, it's important to let staff know that the number one reason students do not report cyberbullying incidents to a "trusted adult" is they fear the adult will make the situation worse - as is often the case. Teachers, counselors, and school administrators need to make sure they are supporting bullied~cyberbullied students in ways the are restorative and meant to turn around bad situations.
How will you help parents to understand the implications and indications of cyberbullying for their children (both as cyberbulliers and as victims).
Although pretty much all parents say they are opposed to bullying~cyberbullying in theory, when the phone call comes from the school and they are told their child is a bully~cyberbullying, a significant percent become defensive, even litigious. I think it's really important not to alienate the parents of bullies, and instead, draw them in by asking what's going on in their child's life. In other words, recognizing that bullies are typically not happy people; so what's going on in their lives that's causing them to act in a hurtful manner towards others. Just like parents of victims, parents of bullies also need school support and counseling.
As you view these videso think about how you might use them, or the information in them with your students.
Take away gems from Module 4 readings:
Module 5
How can you be sure the information you and your students find represents factual information?
I really appreciate Kathy Schrock's on-going commitment to provide resources for evaluating information - starting in the elementary grades -
http://school.discoveryeducation.com/schrockguide/eval.html (Note: the LINC link is not longer active). The wealth links provide provide an array of basics for checking validity and accuracy of information (e.g., The 5 W's of Website Evaluation). Moving up to the university level, I really like UC Berkeley's very easy to read Evaluating Web Page: Techniques to Apply & Questions to Ask. One point I like to stress with students is the need to determine the point of view of whoever is providing the information. In researching historical events, for instance, and keeping in mind that history is generally reported by the winners, I think students need to realize that a story can change, based on whose story - whose history - is being recounted.
How can you find sites that will hold your students’ attention long enough for them to gather the information they need?
If the purpose of students visiting certain sites is simply for them to record answers on a worksheet, then keeping them engaged can definitely be a challenge. But if they're evaluating websites for the purpose of creating something, not just consuming information, the level of engagement goes up. A social bookmarking tool such as Diigo is a great starting point because teachers can create student groups to easily share out URLs for a topic. Setting up a wiki page or a Google Doc, for instance, are also easy yet powerful venues for promoting validity, evaluation and discussions on websites.
How can you better integrate higher order thinking skills into your curriculum that will help students be better users of the Internet?
If students understand from the start of the research process that they will use the information in some sort of creative way, they can also start tracking when and where they are tapping into higher order thinking skills. I really like the Bloom's digital taxonomy map below from Andrew Churches' excellent article Bloom's Taxonomy Blooms Digitally.
I've seen a number of versions of updated Bloom's charts, but not this one, with "digital verbs" in blue. If students' research connected to any of the "black existing verbs" or "blue digital verbs," a simple research task could easily transform into a meaningful project-based outcome.
Bloom's digital taxonomy map
As you view these videos consider how you will approach these two topics with your students. How do you teach these two concepts now?
Currently we are using i-SAFE curriculum to in grade 5 and 6 intellectual property and the need to question information. In grades 8-11, we're using Common Sense Media's excellent curriculum, plus snippets from Netsmartz. For our 12 graders, we're recommending Microsofts' Digital Citizenship program, which "addresses issues using real-life examples of creative content encountered daily by young people on the internet"
What have you learned or found in this module that will help you as you teach these concepts to your students?
I've added Internet Skills 1: How to evaluate a website to the Digital ID wiki (collaborative project with Natalie Bernasconi). Animation will help make the evaluation process of CAPOW more accessible to students, regardless of language or reading levels. And what student wouldn't love the CRAP model for evaluating resources - along with the bathroom stall metaphor for reliable information.
Which of the above resources have been the most helpful for you?
1st video - http://youtu.be/Jch3JNJ8lco
At what age should be begin to teach these concepts to students?
Module 6
What is our responsibility as educators, parents, students, and citizens to assure that all children, young people, as well as all of the people with whom we intersect, be responsible digital citizens?
I'm responding to this prompt, having just listened to the Digital Citizenship video. I'd like to echo the comment that came up several times: teaching students about their rights and responsibilities as (digital) citizens is not optional; it's imperative. The process must involve all stakeholders, from home, school, and community - with students being brought into the discussions and policy making. "Children need to be stakeholders in their own well-being online." (Anne Collier)
Notes from Digital Citizenship: Safety, Literacy and Ethics for Life in a Digital World:
Panel from FOSI's 2010 Annual Conference. It was moderated by Frank Gallagher of Cable in the Classroom. Panel speakers included: Anne Collier, ConnectSafely; Mike Ribble, Author; Linda Burch, Common Sense Media; Charles "Chuck" Saylors, National PTA.
How to bring digital citizenship to every 8th grader in the country. What are the obstacles? Standards? CCSS offers real possibility to weave DC in. How do we integrate DC back into the classroom?
How do we make teaching of digital citizenship malleable and flexible? We can pull from some of the work from the international community. We need to be more collaborative - and bring young people into the discussion. Might need to be some kind of tiering or scaffolded program - start in kindergarten. By 8th grade they have the foundation they can then start to implement their skills sets.
What can we put in place for parents? Models of best practices. But "time is not our friend." Technology becomes antiquated so rapidly - how do we set up models that remain current? CCSS middle school curriculum - key is thinking about "iterative development" - get the content out there and let parents and teachers tweak it accordingly. Once we have a cadre of students embracing digital citizenship, they can adapt to the changes in tools and issues. DC is timeless (killer app) - it's not about technology, it's about parents parenting. In Netherlands, cyber routers at every site, coaching parents. Finland has had on-going peer mentoring program - on behavioral issues - IT'S NOT ABOUT TECHNOLOGY.
Questions/comments from audience: